Twenty-one elementary and secondary school teachers enrolled in a course called "Writing Research: A Teacher-Researchers Seminar." The course met for 3 hours every 2 weeks during the school year. Teachers spent the first half of each class either discussing a series of research articles or talking with a visiting researcher. During the second half of the class, they met in small groups to discuss research in progress. The pivot of the course was each teacher's classroom folder. From these, the teachers developed their own research questions, gathered and analyzed data, and wrote up their findings either as an article, research paper, or research proposal. As the course progressed, it became apparent that the teachers were no longer awed and intimidated by research. Rather, they grew more confident reading and criticizing the research findings of others as they became more involved in their own. Writing honestly about their classroom problems also led teachers to a greater self assurance and encouraged them to change their teaching. Their research plans often became their lesson plans. They became more tolerant of creative chaos in their thinking and therefore more understanding of its appearance in their students' thinking and writing. Clearly teacher-researchers need the opportunity to conduct and follow up on their research. If many teachers in a school system were involved in classroom research, their findings could be combined and meaningful quantitative studies could begin. (HOD)